Portuguese Language III
Objectives
The main objective of the CU is to develop communicative and linguistic
skills in Portuguese, and to work at level C1 of the Common European Framework
of Reference (Proficient user).
By the end of the UC, students are expected to:
a) Understand a wide variety of long and complex texts, and recognize
their implicit meanings;
b) Express themselves fluently and spontaneously;
c) Use the language in a creative and flexible way for social, academic
and professional purposes;
d) Express themselves in a clear and detailed way about a wide variety of complex subjects, mastering the mechanisms of discourse organization, cohesion and coherence.
General characterization
Code
1419
Credits
12
Responsible teacher
Maria Alexandra Moreira de Jesus Fiéis e Melo
Hours
Weekly - Available soon
Total - Available soon
Teaching language
Portuguese
Prerequisites
B2 level of the Common European Framework of Reference for Languages or equivalent
Bibliography
Arruda, L. (2012) Gramática de
português língua não materna. Porto: Porto Editora.
Coelho, L. & C. Oliveira (2018) Português em foco 3. Lisboa: Lidel.
Coimbra, I. & O. Mata (2012) Gramática Ativa 2. Lisboa: Lidel (3ª edição).
Freitas, F. & T.S. Henriques (2011) Qual é a dúvida? (Níveis B1, B2 e C1). Lisboa: Lidel.
Malcata, H. & R. Borges de Sousa (2013) Português atual 2. Lisboa: Lidel.
Malcata, H. & R. Borges de Sousa (2014) Português atual 3. Lisboa: Lidel.
Malcata, H. & R. Borges de Sousa (2016) Hoje em dia. Lisboa: Lidel.
Rosa, L. Melo (2011) Vamos lá continuar! Lisboa:
Lidel.
Porto Editora (2011) Dicionário ilustrado de português língua não materna –
Iniciação, intermédio e avançado. Porto:
Porto Editora.
Tavares, A. & M. Tavares (2012) Avançar em português. Lisboa: Lidel.
Ventura, H. & P. Salimov (2015) Português outra vez. Lisboa: Lidel.
Teaching method
The CU will have a strong practical component. It seeks at promoting communicative methods in portuguese language learning/teaching, with the purpose of stimulating interaction and promote increasingly autonomous learning. By doing so, we should be able to assess the students’ communicative competence, their strategies, sociocultural aspects, formal and discourse adequacy. Tasks set require both linguistic and extra-linguistic competences. Use of audio-visual means and information technologies.
Evaluation method
Continuous assessment: participation in classes (spoken interaction, attendance) - 10%; two written assignments (one of which done in class) - 60% (30% each); two spoken and listening assignments - 30%.
Subject matter
1. Oral and written texts covering a wide range of themes (news,
interviews, articles of opinion, poems, songs)
2. Aspects of Portuguese Culture (geography, society, music, cinema)
3. Simulation of real communication settings related with everyday life
(dialogues, opinion making, perceptions, experiences, feelings and convictions)
4. Production of written texts with different communicative purposes
(dialogues, personal experiences, informal letters)
5. Everyday vocabulary for communicative use
6. Linguistic forms and structures for communicative use (Compound Subjunctives, Personal and Impersonal Infinitives, Double Participles, Active and Passive Voice, Direct and Reported Speech, Pronominal Verbs with Future and Conditional Tense, Verbs selecting Prepositional Phrases, Idioms, Proverbs, Forms of Address)???